Unveiling the “Gray Zone”: Characterizing Young People's Moderate STEM Identities

ABSTRACT Understanding how students identify with STEM (Science, Technology, Engineering, Mathematics) is crucial for fostering broader and more equitable participation within these fields. While existing research has focused on students who either strongly identify with STEM or disengage from it, this study explores the moderate STEM identities of students who occupy a “gray zone” between these extremes. These students, aged 12–16, exhibit moderate STEM identities configured through varying degrees of interest, competence, self‐efficacy, and aspirations across STEM and non‐STEM domains, and further modulated by patterns of perceived recognition. Using data from a sample of 1004 students across 64 schools in Catalonia, Spain, we conducted a hierarchical cluster analysis to explore patterns in self‐identification and related constructs. The analyses revealed three clusters of students with moderate STEM identities. Cluster 3, predominantly male, displayed strong interest and recognition in mathematics and physical education but leaned toward non‐STEM aspirations. Clusters 4 and 5, mainly female, showed high academic performance in STEM subjects but reported lower self‐efficacy, recognition, and STEM‐related aspirations. In particular, Cluster 4 displayed a strong alignment with the arts, while Cluster 5 preferred languages and social sciences. These patterns suggest that while these students have the potential to pursue STEM pathways, their broader interests and perceived lack of recognition in STEM hinder their identity development. The study highlights the critical role of recognition in shaping STEM identities, particularly for girls, whose achievements in STEM are often overshadowed by their strengths in other domains. Additionally, mathematics plays a pivotal role in boys' moderate STEM identities, albeit often viewed instrumentally rather than as a career pathway. We discuss implications for educational practice, including the potential of STEAM approaches that integrate arts and creativity, along with more tailored forms of recognition in STEM teaching.